A Conceptual Model of University Teachers’ Professionalism in China
Abstract
The purpose of the paper is two-fold: i) review literature on teacher professionalism, school climate, teacher profile, teacher identity, innovative teaching and perceived ease of use, and ii) propose a plausible conceptual model of teacher professionalism in China.References
[1] Evetts, J., Introduction: Professional work in Europe: Concepts, theories, and methodologies. European Societies, 2008. 10(4): p. 525-544.
[2] Ye, L., A Primary Investigation on Teachers’ Professionalism in the New Century. Education Research and Experiment, 1998(1): p. 41-46.
[3] Prick, L., Satisfaction and stress among teachers. International Journal of Educational Research, 1989. 13(4): p. 367-377.
[4] Zhu, C., et al., What core competencies are related to teachers’ innovative teaching? Asia-Pacific Journal of Teacher Education, 2013. 41(1): p. 9-27.
[5] Locke, W., Shifting academic careers: implications for enhancing professionalism in teaching and supporting learning. 2014. Retrieved from: https://www.heacademy.ac.uk/system/files/resources/shifting_ academic_careers_FINAL.pdf
[6] Majid, M.K., et al., The Moderating Effect of Technology Acceptance Perspectives on the Formation of e-SQ and Service Satisfaction in Low Cost Carrier Airline. International Journal of Management Science and Business Administration, 2016. 2(2): p. 41-47.
Authors contributing to this journal agree to publish their articles under the Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.
